Home-Based ABA

1:1 Home-based ABA Therapy

Natural Environment Treatment is Considered Best-Practice

We provide treatment to children diagnosed with Autism Spectrum Disorder (ASD), to aide in addressing symptoms of ASD.

Our BCBA works closely with the parent and can co-treat with other providers to determine the function of behaviors that may be getting in the way of successful treatment.

Our home-based services are designed to be intensive and target skill building and behavior management in the child’s own natural environment.
Working with the patient at home is advantageous for many reasons:

A child tends to be most comfortable in a familiar environment making building rapport with treatment team easier.

The treatment team can observe the child’s strengths and deficits in the context of the child’s natural setting.

The home makes it easier for us to observe behavior antecedents when and where they occur.

The home makes it easier for us to identify the immediate deficits that should be targeted to gain independence through the day.

Since the home is a controlled environment we can limit distractions making it ideal for implementing behavior interventions.

Teaching skills in the natural setting makes learning meaningful for the child.

The home allows for immediate generalization of learned skills. The home setting includes the entire family in treatment plans.

Parents/siblings/other family members and caretakers get support through training of teaching strategies and interventions.

At ABA Chicago, Inc. we make sure there is no person any team member has to “go through” before getting the BCBA’s input and immediate feedback. Each staff has direct access to the BCBA and is just a phone call away.
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Your BCBA manages the treatment plan and team. The treatment plan includes programs (lessons) that target skill deficits and behavior management that includes a BIP (behavior intervention plan) that targets excess behaviors while teaching new positive behaviors.
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An individualized plan is developed based on your child’s individual needs according to the results of the ABLLS-R, interview with parents, teachers and other professionals as well as direct observation. This plan is especially useful for developing an IEP, with not only goals and objectives that are appropriate, but simple to quantify progress.

Skill Acquisition

Language skills

Functional language (requesting, labeling, imitation, and more)

Self-Help skills

Attending to adults and peers

Time on-task

Social skills

Behavior Reduction

Decreasing socially restricting behaviors

Escape behaviors (running away, screaming)

Repetitive behaviors that serve no social function (hand flapping, scripting/echolalia)